This course is designed to offer students in depth understanding of rural communities in contemporary US. Through introduction of key social science theories and concepts, students are offered an opportunity to more fully appreciate the diverse set of elements that make-up rural communities. The central focus in this course is the set of social, environmental and economic components that constitute the very fabric of rural communities. More specifically, in SOCI 3222 we will: (1) examine changes in agricultural production and their impact on life in rural America; (2) explore environmental and ecological issues as they relate to life in rural areas; and (3) study communities situated in rural North Carolina.

There will be four closed-book, in-class exams, covering assigned readings, lectures, and films for the time period preceding the exam. Exams will account for 75% of your grade and will be held on October 2d, October 23d, November 20th, and December 11th. Exams will consist of 50-60 multiple choice questions and 1-2 short essay questions. Study questions for the exams will be posted on my website as well as provided to the class about a week before the examination.

Quizzes

The will be 10 quizzes during the course. Quizzes will consist of 4 multiple choice questions that will cover the readings assigned for that particular class. Each quiz will be worth 4 points. Quizzes will account for 10% of your final grade.

Individual/Group paper on North Carolina agriculture/rural communities.

During the first week of the classes you will need to choose either you will work on a term paper in a team of two to three students, or you will carry out this assignment on an individual basis. The report will contribute 15% of the course grade. It will be due in class on December 11^th, the day when the final examination of the course will be held. Failure to turn in essay on time will result in a 20% grade reduction penalty. Papers turned in after December 11^th will be graded only after Christmas break. Group projects can be of a number of types: based on a particular social or economic issue analysis relevant to rural communities in North Carolina; commodity analysis, media/legislation examination, or your own design. The paper assignment should be 6-7 double spaced pages per student, i.e., for a pair of students working on a project together, written assignment should be 12-14 pages long; for three students - 18-21 pages. Your paper should integrate the course materials (theoretical approaches as well as empirical observations provided in the course books and lectures) with the analysis of the issue chosen for a written assignment. For example, one or a few of the following theoretical approaches in rural sociology should be used in your paper: agricultural restructuring; deindustrialization; corporatization of agriculture; the Gemeinshaft and the Gesellshaft; ecological realism; social constructivism and others. Paper that does not refer to/apply the course materials will not be accepted.

One page outline of the paper is due in class on October 9th. It should state the names of students working on a project; topic, provide a brief description of each of three sections of the paper and identify sources that will be used for a analysis. Failure to turn in the outline on time will result in 20% grade reduction penalty for a written assignment.

A. Report on socio-economic conditions in rural North Carolina:

Choose any relevant socio-economic problem in rural North Carolina such as:

Impact of factory closings on rural communities (i.e, closing of furniture manufacturing facilities located in rural areas). Such a paper were to consist of three sections. In the first section a historical overview of this particular rural community were to be provided (its economic base, size of the population, levels of education, dropout and crime rates, institutions such as schools, government offices, churches, etc.). It should discuss when and why the decision was made to locate manufacturing facilities in this location. The second part of the paper should describe economic, social and psychological impacts that the factory closing had on a rural community. The third part of the paper should describe strategies - local, state wide and/or national that were used to cope with the factory closing and their impacts/effectiveness.

Recent trends in drug use in rural North Carolina (such as recent dramatic increase in methadon labs and methadone use in rural NC). Again, the paper could be structured in three sections. The paper should present an overview of drug use in rural areas and reasons for its change (i.e., growing popularity of methadon); the second section should discuss socio-economic, psychological and health impacts that methadone is having on rural communities; the third section should discuss strategies in managing drug production/addition in rural areas.

Increase in obesity in rural areas in North Carolina. Three sections: historical overview and causes of the phenomenon; socio-economic impacts on a community; strategies for managing obesity in rural areas.

Low levels of educational attainment/high drop out rates in rural North Carolina. Three sections: historical overview and causes of the phenomenon; socio-economic impacts on a community; strategies of managing low educational attainment in rural areas.

Immigration and its impact on rural communities. You could choose any aspect that rapidly growing immigration to the state is having on rural communities such as (a) rural economic development; (b) impact of the influx of the new immigrants to the rural system of education; (c) analysis of any particular communal conflict/tensions between the older residents and newcomers; (d) immigration and crime in rural communities; (e) any other immigration related issue/problem. Papers on this subject should have three part structure: historical overview and causes of the phenomenon; socio-economic impacts on a community; strategies of managing immigration related problems in rural areas.

B. Commodity analysis

Select an agricultural commodity produced in North Carolinas such as barley, corn, peanuts, cotton, tobacco, hogs/pork, soybeans, etc. Your task is to find out as much as possible about social relations involved in the production, consumption, and distribution of that product, including:

1. Industry structure

2. Market structure

3. Employment

5. Community impacts

-- Education
-- Health care
-- Housing
-- Other

Data Resources: Local newspapers (current, archives); North Carolina Department of Agriculture http://www.ncagr.com/ ; local agricultural extension offices; commodity association(s); Chamber(s) of commerce; Trade publications; ECU library; local libraries.

As an alternative to the above, a student or a team may do one of the following:

1. Media content analysis -- Systematically analyze frequency and content of news media coverage of agricultural issues. Is any "spin" put on the stories? If so, in what direction? How do different publications/stations compare in their coverage? Print media (newspaper) research may be historical; broadcast media (radio, tv) research should be daily for not less than 3 wks., video (audio) taping of newscasts recommended.

2. Campaign contributions --Analyze the influence of agriculture and agriculture-related groups on North Carolina state politics. Examine individual and political action campaign (PAC) donations to major state officeholders (Governor, U.S. Senators, U.S. Representatives). Compare donations with voting on key issues, such as immigration reform, agricultural subsidies, trade negotiations, etc.

3. Legislative issues -- Do an in-depth analysis of current bill(s) before the state legislature relating to agriculture. Who introduced the bill? What testimony has been held on the bill? Who are the bills' supporters? Opponents? Where do various agriculture interest groups line up on the issue? Why?

4. Your design -- A project of your own design. Instructor's consent required.

V. Grading Scale

1 Week: Rural Sociology: An Introduction

M, 08/28 Introduction and getting started. How to study for this course?

2 Week: Labor Day NO CLASSES

M, 09/04 Class is rescheduled for Wednesday, October 18th.

3 Week: Rural Societies and Agro-food production

M, 09/11 Food as sociological problem (Harper and Le Bau, pp. 4-5)
Why do people eat the foods they do? (Harper and Le Bau, pp. 23-30)
Food in pre-industrial societies (Harper and Le Bau, pp. 31-50);
Food in the early modern period (Harper and Le Bau, pp. 50-60)
Food in early industrial America (Harper and Le Bau, pp. 62-89)

4 Week: Rural Societies and Agro-food production

M, 09/18 Food in the US since 1945. Globalization of food (Harper and Le Bau, pp. 90-129); Foodways - Eating and Cuisines in America (Harper and Le Bau, pp. 130-146).

5 Week: Rural Societies and Agro-food production

M, 09/25 Foodways - Eating and Cuisines in America (Harper and Le Bau, pp. 146-161). Test I study guide is provided. Study guide is also made available on the web.
We are what we eat (Schlosser, pp. 3-10) Meat and Potatoes. Why fries taste good
(Schlosser, pp. 111-131).

6 Week: Fast Food Nation

M, 10/02 Exam I.

7 Week: Fast Food Nation

M, 10/09 On the range (Schlosser, pp., 133-147); Cogs in the great machine (Schlosser,
pp., 149-166); The most dangerous job (Schlosser, pp., 169-183). One page outline of the paper is due. It should state the names of students working on a project; topic, provide a brief description of each of three sections of the paper and identify sources that will be used for a analysis.

8 Week: Fast Food Nation: We are meeting on Wednesday to make up for the Labor day holidays

W, 10/18 The most dangerous job (Fast Food Nation pp., 183-190) What’s in the meat (Schlosser, pp. 193-222); Global realization (Schlosser, pp. 225-252). Epilogue: Have it your way (Schlosser, pp. 255-270). Study questions for test II are provided. Study guide is also made available on the web.

9 Week: Fast Food Nation

M, 10/23 Exam II

10 Week: A Plant’s-Eye View of the World

M, 10/30 Introduction (Pollan, pp. xiii-xxv); Sweetness desire; The Apple (Pollan, pp. 3- 58).

11 Week: A Plant’s-Eye View of the World

M, 11/06 Intoxication desire: Marijuana (Pollan, pp. 113-179).

12 Week: A Plant’s-Eye View of the World

M, 11/13 Desire of control: Potato (Pollan, pp. 183-245). Study questions for test III are
provided. Study guide is also made available on the web.

13 Week:A Plant’s-Eye View of the World

M, 11/20 Exam III

14 Week: Rural Communities in Eastern North Carolina

M, 11/27; Introduction (Flowers, pp. 1-6); The Hands and Us. (Flowers, pp. 29-30; 35-49); Poor grassy farmer (Flowers, pp. 50-64); Nothing to Do... (Flowers, pp. 65-66; 71-80) Nothing to Do... (Flowers, pp. 81-89);

15 Week: Rural Communities in Eastern North Carolina

M, 12/04 But Go to School (Flowers, pp. 90-108); Little Black (Little White) schoolhouse (Flowers, pp. 154-156; 161-180). Working and Living and Getting by (Flowers, pp. pp. 181-205). Study questions for exam IV are provided.

Final Exam:

M, 12/11 Exam IV. Final paper is due. Failure to turn in essay on time will result in a 20% grade reduction penalty. Papers turned in after December 11th will be graded only after Christmas break.
 

East Carolina University is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, gender, sexual orientation, age, or disability.

East Carolina University seeks to fully comply with the Americans with Disabilities Act (ADA). Students requesting accommodation based on a covered disability must go to the Department for Disability Support Services, located in Slay 138, to verify the disability before any accommodations can occur. The phone number is (252) 737-1016.

Department Evacuation Drills

If fire alarm is activated students should leave the classroom immediately for the sidewalk in front of the TKE fraternity house (next to the music building). Do not use elevators. If there is no room in that area, the class will meet in front of the Newman Center. The roll will be taken to account for all of students.

Academic Dishonesty
 

Academic integrity is expected in this class and academic dishonesty will not be tolerated. Academic dishonesty includes taking answers from another person's test/quiz and giving someone else answers to a test/quiz. It also includes handing another person's work in as your own, and using another person's words or ideas without giving that person credit. See the ECU Student Handbook at http://www.ecu.edu/studenthandbook/policies.htm for a more detailed explanation of what constitutes academic dishonesty, procedures, penalties, and appeals process. The following three links take you to web sites that thoroughly explain the concept of plagiarism, offer guidance about how to avoid doing it, and how to recognize it when you read it. You are expected to be familiar with this information. If you have any questions, it is your responsibility to contact the instructor to discuss your questions. Cheating or plagiarizing in this class will at least earn you a zero on the assignment, test, or quiz in question, and may earn you a grade of "F" in the course.